Objective(s):
1a. Read and comprehend college level work
2a. Argue from cases to general principles
2e. Interpret evidence
3c. Solve quantitative problems using mathematics and computer tools
Assessment Instrument:
Laboratory Report Graph I: Oxygen Generation by Liver Peroxidase at Varying Temperatures
Laboratory Report Graph II: Water Heat Change Produced by Burning Varying Volumes of Alcohol
Laboratory Report Graph III: Trypan Blue Standard Curve and Unknown
Maximum possible score: 4 for each
Rubric: 4 pt. = Graph titled, both abscissa and ordinate labeled, units for both abscissa and ordinate in parentheses, data points visible, data points accurately placed, intervals appropriately chosen, general appearance of graph on paper pleasing, data labeled, and data listed. (8 or 9 parameters adequate)
3 pt. = 7 of 9 parameters adequate
2 pt. = 6 of 9 parameters adequate
1 pt. = 5 of 9 parameters adequate
0 pt. = 4 or less parameters adequate
Data indicate that with the exception of 2 students whose scores decreased overall and 2 students whose scores decreased on Graph II, but who maintained the same score on Graphs I and III, 16 students improved or maintained their graphing skills measured by this rubric during the laboratory portion of BIO 105.
It should be noted that one of the 2 students whose scores decreased was disconcerted at the frank discussion that he and I had the day of the last experiment. I compared his poor graph to an excellent one and gave him the opportunity to redo his. He chose not to do this. He believed that I would prevent him from graduating by issuing him a low grade.
The handout on graphing was distributed at the first graphing assignment. It was my impression that students depended more on my demonstration on graphing all three times than on the handout.
Because of the greater number of students and a general less mature audience in my Trinidad lab, I was unable to render the kind of individual attention on these graphing assignments that I prefer to give my students.
I conclude that non-science majors can be taught very effectively how to think quantitatively and to present data quantitatively. Each graphing assignment was only 15 points out of 1043 and 998 for the Trinidad and Raton classes, respectively. The fact that the students gathered and recorded the data themselves increased the interest level. Several students told me they had never made a graph up to that point. Some GED students had never been in a lab before. None have thanked me for the exercise!
Clear communication about what is expected of my students for the graphing assignments is essential. I have even graphed data in the lecture portion of my classes, because I consider it such a high priority in clarifying thinking. Evidence-based thinking is my goal for my students. These graphing assignments are only a means to that end.
I should emphasize more emphatically at the beginning of lab that the quality of the graphs depends on the care with which the students execute the experiment. I also encourage my students to identify flaws in the experiment as they are doing it. They enjoy that.
I required one more lab session in which a graph was required this semester, based on encouraging results last semester. Some used Excel to graph, with varying success.
Lab continues to be an opportunity for students who do not test well to show me that they are capable in a very practical sense, and that they can organize activities successfully and concisely.
I increased the points that each lab is worth, so it counts more heavily toward the final grade than it did last semester. The time spent in lab is 110 min. per week in Trinidad. Raton students spend 140 min. every 2 weeks in lab. Trinidad students had 21% of their grade as lab. Raton students had 18% of their grade as lab, due to an inclement weather cancellation of one of their double labs.
I included work on forming hypotheses regarding reaction time among musicians, keyboarders, and athletes and standard deviation on reaction time data. I would like to include that data as part of my assessment next semester.
I heavily weight the essay portions of my tests. Clear thinking involves expressing oneself well, and I penalize those who cannot do this. My referrals to the Writing Center resulted in only one student going there for help. She failed the class, unfortunately, because she disappeared.
Supplemental instruction was offered to these two classes. Trinidad materialized, with Kate Gilmore as the instructor. It had limited success, and was dropped eventually. My Raton students claimed they wanted Kate as a tutor on Saturdays, but no call was made to the Learning Center to my knowledge. One of my students retained Kate as a tutor on an individual basis. She scored highest on the final, and raised her grade from a D on exams to a final grade of B. Her knowledge base was limited, but she was determined to do well on the final. Her lab and presentation grades were good.
A. Exams/Lectures: Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group.
B. Labs: Instructor observations/evaluations of the laboratory activities were recorded in a Biology Laboratory Notebook.
A. Exams: Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught.
B. Labs: Instructor observations/evaluations of the laboratory activities were recorded in a Biology Laboratory Notebook. Observations include student difficulty/success with lab techniques and time management. Some activities (example Electrophoresis of Proteins) are difficult for students to complete in a two-hour lab.
A. Exams/lectures: Some questions may have been poorly worded. Some concepts were mastered by all or almost all students and those concepts that gave students the most trouble were also identified.
B. Labs: Some laboratory techniques were readily mastered by the students and some techniques are more difficult and require more practice and individual instruction. Some lab activities work well with a two hour framework and others are difficult to complete in two hours.
A. Exams/Lectures (examples): Some ambiguous questions were reworded. A student worksheet was developed to help reduce confusion related to Hardy-Weinberg Equilibrium calculations.
B. Labs (example): I received help and wrote a software program to help speed up calculations involving interpolation of data related to the Loss of Visual Accommodation Lab. The data sheet for this lab was expanded, clarified and rewritten.
A. Exams/Lectures (examples): Overall student success was higher on the final exam than on previous exams.
B. Labs (example): For the Loss of Visual Accommodation Lab, the revamped data sheet was used to conduct an aging related survey with older members of our community. The changes resulted in less student frustration and turned a routine lab activity into a research project that may be published or presented next year.
A. Exams/Lectures: Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group.
B. Labs: Instructor observations/evaluations of the laboratory activities were recorded in a Biology Laboratory Notebook.
A. Exams: Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught.
B. Labs: Instructor observations/evaluations of the laboratory activities were recorded in a Microbiology Laboratory Notebook. Observations include student difficulty/success with lab techniques and time management. Some activities (example: Establish and Maintain Pure Bacterial Cultures) require frequent restreaking, sometimes on lecture days, and often cut into lecture time.
A. Exams/lectures: Some questions may have been poorly worded. Some concepts were mastered by all or almost all students and those concepts that gave students the most trouble were also identified.
B. Labs: Some laboratory techniques were readily mastered by the students and some techniques are more difficult and require more practice and individual instruction. Some bacterial species were difficult to maintain and will be eliminated next time. Some labs worked very well and will be continued and slightly refined.
A. Exams/Lectures (examples): Some ambiguous questions were reworded. A series of worksheets were developed in cooperation with Russ Whiting and the TSJC Writing Center that helped break preparation of a formal report into multiple sections with staggered deadlines.
B. Labs (example): The new BioSafety Cabinet was used for a UV Susceptibility Lab. Exposure times next year will be adjusted based on this years results. On the Soil Endospore Lab, the first three dilutions of a serial dilution sequence will not be plated on agar and an three additional (more dilute) dilutions will be plated. For the Dental Caries Susceptibility Lab, the highest pH indicator Synder agar tubes used this time will be eliminated. For the Motility Deep Agar Stab Lab, only the TTC agar will be used and the non-stained agar test will be eliminated. The practice of having students establish, maintain, and identify a pure culture of an unknown non-pathogenic bacteria will be continued.
A. Exams/Lectures (examples): Overall student success was higher on the final exam than on previous exams.
B. Labs (example): Sterile 24 well culture trays were used in place of test tubes for Nostoc cultures. These took up less space, allowed for more replicates, and used less culture media than the previously used method. Fewer student lab difficulties occurred. The BioSafety Cabinet was used as a UV source instead of hand-held units. This worked much better and was safer.
Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught.
Some questions may have been poorly worded. Some concepts were mastered by all or almost all students and those concepts that gave students the most trouble were also identified.
Some ambiguous questions were reworded. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught.
(example): The last time I taught this class, a few students did not excel on the major semester project (Management Plan for a Specific natural Resource Area). This time, I introduced the project by critiquing two previous student PowerPoint presentations, one good and one bad.
Overall student success was higher on the final exam than on previous exams. Overall, all semester projects were better than the last time I taught this class.
Assessment is based on three central competencies from the CCCNS data sheet:
1) Describe the structure and function of the cardiovascular, lymphatic, respiratory, digestive, urinary and reproductive systems.
Students did very well on these questions. Students averaged 86%, with a minimum of 75% and a maximum of 95%. Eight students were 90% or above, nine students were between 80% and 90%, with two students at 75%. This material is rather basic, without a whole lot of physiology-easier for the students to grasp than the following section.
2) Explain the concept of homeostasis as the unifying theme of human anatomy and physiology and describe specific examples of the concept for the cardiovascular, lymphatic, respiratory, digestive, urinary and reproductive systems.
Students did exceedingly poorly on this part of the final, with an average grade of 62% (minimum of 38% and maximum of 92%). Only one student scored over 90% on these questions, four scored between 70% and 80%, four scored between 60% and 70% and 10 scored less than 60%. I spent considerable effort on homeostasis and believe the lack of science background makes these physiological concepts more difficult to grasp.
3) Explain the interrelationships between structure and function and describe specific examples of the interrelations for the cardiovascular, lymphatic, respiratory, digestive, urinary and reproductive systems.
Students did better on this section of the final, with eighteen of nineteen students scoring over 75% (average 86%, minimum 69%, maximum 100%). I believe this reflects the more anatomical and gross functional aspects of this material.
If I were to teach this course again, I would spend greater effort on some specific aspects of physiology that pertain to homeostasis-for example the insulin-glucagon system. Lack of biology and chemistry background makes this group problematic.
Assessment is based on two central competencies from the CCCNS data sheet:
1) Given an organic or biochemical structure, give the correct name for that structure.
Four out of five students scored 100% on this problem, with the other student scoring 75% for making a very minor error.
2) Given a name of an organic or biochemical compound or structure, draw the correct structure on paper.
All students scored 100% on this problem.
The CHE 102 students entered the course with some apprehension, but all mastered naming and drawing structures of organic compounds. They tended to have greater difficulty with reactions and processes-but only two of the five students had any previous chemistry background. Next year, I plan on spending less time on organic chemistry and more time on biochemistry for these largely life-science students.
Assessment is based on three central competencies from the CCCNS data sheet:
1) Use kinetics to describe equilibrium and nuclear decay.
Students did very well on these questions, averaging 89% (minimum 80%, maximum 100%). Three of the students made mistakes in one of the two questions, but got the other completely right-even though the equation and math needed to solve the problems were identical. These students were rather unfamiliar with logarithms and may still be struggling with using them to solve first order relationships. Another issue for these students was not writing down all steps or keeping rigorous track of units-something I emphasized strongly, but encountered resistance. Next year, I plan on spending additional time hammering home this key aspect to successful problem solving.
2) Through calculations, demonstrate how equilibrium would have a major influence on a system if subjected to a stress.
Students did well on this portion of the exam,, averaging 83%. There were two problems in this section and two of five students missed parts of one of these problems, and two of five students missed parts of the other problem. This was surprising because of the similarity of the problems-the same equation applied to both, with slight differences in problem wording and emphasis.
3) Examine the various kinds of equilibria and discuss which would apply to a specific system.
Students did poorly on this portion of the exam, with four of five students scoring 60% and one scoring 100%. This performance on a conceptual aspect suggests that the students spent less effort on concepts than problems (see preceding two competencies). Next year, I will spend more effort on concepts.
Even though this was a highly competent group of students, two of five were poorly motivated and often missed class. Next year I plan on a more interactive style of teaching, and a system of extra assignments for missed classes.
Students are having unnecessary difficulties with certain items in some of the labs.
Some labs need to be changed in order to increase student understanding of the tasks that need to be completed. Additionally some adjustments need to be made to the lecture material preceding the labs.
Changes will be made in the first lab on recursion. Students are taught to identify activation frames for recursive function calls. The method does not include the return value in the activation frame. It should. This lab basically covers recursion where mathematical concepts are defined recursively (e.g. n!). In classroom instruction, emphasis is placed upon identifying the base case and the general case. Once this is done, coding for this type of recursive function is easy. Direct emphasis needs to be placed on the same process as a part of completing lab exercises.
Assessment is based on two central competencies from the CCCNS data sheet:
1) Recognize and classify the common minerals and rocks by their observable characteristics.
Students did rather poorly on this aspect, in spite of five laboratories periods and a final review session. Average grade on this section of the final was 60%, with a minimum of 20% and a maximum of 93%. Six students were above 85%, one student was at 73% and twelve students below 67% (n=19). Lack of success in this portion of the course can be attributed to lack of effort: students who spent time learning rocks and minerals did well, those who did not did poorly. Next year I will attempt to generate more enthusiasm for this portion of the course.
2) Discuss the basic lines of evidence for continental drift, sea floor spreading and plate tectonics.
Students did very well on this part of the final, with an average grade of 75% (minimum of 22% and maximum of 100%). Nine students scored 100% on this question, three scored around 85%, and seven scored less than 67%. I was rather pleased with their performance on the unifying theory of geology. Next year I plan on spending more time on this central topic-including more linkages with other parts of the course.
Students did rather poorly on the final-with an average of 64% (34% minimum and 90% maximum). Poor performance was largely linked to poor knowledge of rock names and environments of deposition/formation. I intend on emphasizing concepts rather than names year (somewhat handicapped this year by an abysmal text).
Material covered in HEO 104 followed the set and stated objectives for the course in the course description. Ways that the objectives were assessed follow. For each assessment area, points were assigned and then the points were converted to percents. Data from both the Trinidad site and the Alamosa site were combined and evaluated. The stated course objectives are: 1. Apply a study of word roots, combining forms, suffixes, and prefixes to analyze the meaning of medical terms. 2. Explain the relationship between human structure and function. 3. Discuss the levels of organization of the human body. 4. Identify anatomical terms describing the human body. 5. Describe basic principles of inorganic and organic chemistry used in human physiology. 6. Describe the structures and functions that make the cell the smallest "living" unit. 7. Compare and contrast the composition, location, and function of the four major tissue types. 8. Identify the primary components of each of the 11 human organ systems and explain the general function of each system. 9. Describe the structure and function of human integument. 10. Identify the components of the skeletal system and explain the functional purposes of the system. 11. Apply knowledge of muscle anatomy and physiology to explain the most common movements produced by humans. 12. Describe the major anatomical structures of the human nervous system and explain their roles in communication, control, and sense perception. 13. Identify the primary endocrine glands and describe their influence in maintaining homeostasis. The stated course objectives were assessed in the following ways: Comprehensive Final Exam- Multiple choice questions that focused on the stated objectives for the course Chapter Tests-Question types consisted of multiple choice, matching, true/false, fill-in-the-blank Projects- One-page paper on a topic of their choice that relates to humanatomy/physiology Internet website searches relating to human anatomy/physiology sites Short answer/essay questions Final Grades-Total points converted to percent Attached spreadsheet data includes the following information: * comparison of overall class data for HEO 104-02S and HEO 104-01S * chapter test data for HEO 104-02S * project/homework data for HEO 104-02S
Regarding Overall Data: In examining the data, all class averages for 02S were lower than those of 01S. Class Size: 01S = 38 02S = 38 (including 8 who withdrew) Attendance: 01S = 90% 02S = 82% Projects/HW: 01S = 89% 02S = 75% *All Ch tests: 01S = 80% 02S = 68% Final: 01S = 75% 02S = 67% Overall: 01S = 75% 02S = 71% Note: For the fall semester (since that is when I will teach HEO 104 again) I will break down each of the chapter tests averages for a more complete comparison. For 01S I did not breakdown the chapter test percents. This made it difficult for 02S to accurately compare between 01S and 02S to determine which chapters were weaker.
The final class average for both semesters differed by 4%. I attribute this to two things that I did this semester that I had not done previously. One of which was an opportunity that students had to complete an extra credit research paper and present their findings to the class and the second was that I dropped the lowest chapter test grade.
The majority of the students who enroll in this course are working towards acceptance into the nursing program or are currently enrolled in the nursing program.
Grades received were as follows: As = 4 Bs = 10 Cs = 11 Ds = 1 Fs = 3 Ws = 8
Chapter tests correspond to the chapters that covered the material for each course objective.
Each chapter test is worth 50 points. Seven chapter tests were given and the lowest chapter test grade was dropped at the end of the semester.
Chapter tests with over 50 points were due to students also receiving points for correctly answering extra credit questions.
In February, because I was sick with pneumonia, the class did not meet for the equivalent of almost two weeks (3 Thursday/Friday classes). During that time the chapter tests for both chapter 2 and chapter 3 had to be postponed. I do believe that the time between I covered that chapter material and when the students took the test contributed to lower test scores for those two chapters. It was because of this that I made the choice to drop the lowest test score.
Regarding Final Exam: The final exam for this semester was worth 200 points. 100 points was allotted for chapter 8 and chapter 9 tests and 100 points was allotted for the cumulative final exam. The final exam for spring semester 2001 was worth only the 100 points for the cumulative final exam. Regarding Projects/Homework: This semester I gave less projects/homework than last spring. The projects for this semester consisted of a website search with explanation, a research paper, and obtaining an active email account.* I need to revise my syllabus to allow for more time to cover the last two chapters. The last two chapters should each have separate chapter tests. Due to a combination of time running out and I missing 1.5 weeks of class in February, I combined the last two chapters as part of the comprehensive final exam. * I believe I can always improve and revise my teaching methods. * I need to better connect the at-distance students with the students in Trinidad to help the two (or more) class locations seem more like one class with the students working on projects together or participating in group discussions. * I need to break down each of the chapter tests averages for each semester to have a better comparison rather than only comparing the overall test grade averages. * I need to revise the cumulative final exam so that I can more easily relate the exam questions to the course objectives and follow through with a comparison.
* I will revise the syllabus so I will try to have more time at the end of the semester to cover the last two chapters (8 and 9) more in depth. * I have continued showing videos that correspond with the chapters we are studying. * For future semesters I would like to incorporate the following ideas - Network with the writing center on writing papers (formatting, referencing, wording) - Incorporate more discussion time around a certain topic or question - Explain what journal periodicals are and introduce the basic layout of a journal article - Have students research a human anatomy/physiology topic and present information to class - Eventually have HEO 104 as a hybrid course with Blackboard access. * I believe that I can always use more visuals to help students visualize the concept covered. * I continue to attempt to expand the projects ideas so that they (projects) are a study tool, learning tool, and extension of the material from each chapter rather than a means of the student doing work to help boost a grade. * Because a large portion of students that enroll in this class are non-traditional, I would like to spend some time going over study strategies, test taking tips, and how to answer essay and short answer questions.
One new idea I tried this semester was done as an extra credit project. For extra points, students were allowed the opportunity to research a topic of their choice that related to Human Anatomy and Physiology and then give a short presentation on the topic to the class. Some of the students were very apprehensive about talking "on camera"; however, the end result was a good experience for the students that completed the project. I plan to revise this idea and introduce the presentation project on a larger scale in the class during the fall 2002 semester.
Another change that was made this semester was using email to send papers, chapter outlines, and questions back and forth. Because I provide students with outlines of the major topics to be covered within each chapter, sending material and communicating via email was much easier and less expensive than having to make and to distribute copies.
This semester I also began using scantron grading sheets for the tests. This helped considerably regarding the time it took to promptly grade tests and post results. Using scantron also helped in keeping grading mistakes to a minimum thus keeping the data more accurate.
Probability is still a problem for students. More time needs to be scheduled to devote to this chapter.
Students are still struggling with Algebra. More time needs to be scheduled for the Algebra chapter.
Spend as much time as possible on the Probability and Algebra chapters.
Next semester I am putting more focus on "active participation" by the students to help internalize the concepts.
This semester 13 out of 22 students (60%) made it to the final.
The average score this semester was 76%.
The mandatory placement continues to be a benefit to both students and staff.
Extra handouts are still being considered for the more difficult problems.
We want to make a real effort to encourage students needing extra help to work with a tutor and/or to use the "drop in" lab time.
1. Based upon class notes, students have difficulty solving exponential and logarithmic equations. This is not difficult to understand. Exponents and logarithms are new to the students and they must also learn to manipulate them. Students have told me that if they encounter an expression like "log(2)/log(3)" in an equation, it is easier to calculate the value and then continue solving rather than try to manipulate the expression. At the exit interview, one student presented her preferred method for solving exponential equations. She translated the equation using the definition of logarithm and then used a change-of-base formula. I had taught them to take the log of both sides and then manipulate the exponent. I presented her method to the class and they all agreed that they liked it better.
2. Based upon class notes, students are having the usual difficulties with exponents, radicals, and rational exponents.
The following successes were noted:
1. Based upon class notes and review of items on the tests, students were able to solve inequalities involving absolute value (usually an area of lack of success). Students were taught that these could be easily solved if they were correctly translated. They were also shown that there were two basic types, how to translate these, and why they could be treated this way.
2. Based upon class notes and review of items on the tests, students were able to find inverse functions (usually an area of difficulty). The topic of inverse functions was carefully presented and the "interchange of x and y" was emphasized. Students were then given a simple 4-step method for finding an inverse function.
The first two items require that changes be made in assigned problems or in the manner in which topics are covered.
Upon review of all notes and the current schedule of topics, the following items were chosen for implementation:
1. On the topic of solving exponential and differential equations, student suggestions will be implemented.
2. In order to find ideas for better presentation of the topics of exponents, radicals, and rational exponents, a review of the literature will be conducted. At the present time, I do not have any very good ideas on improving the presentation of these topics.
Based upon students questions and responses in class, notes were made regarding items that were difficult for the students. At the same time, notes were made on how student understanding could possibly be increased. In addition, an exit interview was conducted and tests were carefully reviewed on some items.
1. Based upon the exit interview, students feel rushed on the last topic and would like to spend a little more time on it.
2. Based upon the exit interview, students prefer the u dv formulation of Integration by Parts rather than the functional formulation.
3. Based upon class notes and review of tests, students are having difficulty with practical optimization.
4. Based upon class notes, students are having trouble with certain applications.
5. Based upon class notes and review of tests, students are having trouble with items of the form "when limit x goes to 0 of f(x)/g(x) when lim x goes to 0 of g(x)=0".
Each of the above items requires that changes be made in assigned problems or in the manner in which topics are covered.
Upon review of all notes and the current schedule of topics, the following items were chosen for implementation:
1. The last topic will be covered more thoroughly. More basic problems will be assigned and more time will be spent on the topic. To compensate, items in the algebra review that are not specifically needed for Calculus will be omitted (a list has been made). The objectives of the course have been changed so that differential equations have been omitted. This should also increase available time.
2. The u dv formulation of Integration by Parts will be offered as an alternative.
3. More basic problems in practical optimization will be assigned.
4. The applications that are causing the most trouble for students have been reviewed. In addition, all applications have been reviewed to find earlier application problems that can be assigned that might lead to a better understanding. These problems will be added to the assignments. To allow time for the added problems, some problems were identified to be omitted, because they contribute less to the learning process.
5. More problems of this type will be assigned.
The chapter analysis provides insight as to which concepts need additional explanation next semester.
Overall, the scores were slightly lower this semester.
Probability is still a confusing concept for the students.
Hypothesis testing is a difficult concept to master.
This course is the second course in a sequence of calculus classes. Twelve of the fourteen Calculus I students enrolled in Calculus II and 11 of those 12 completed the course.
Total points earned from chapter tests, homework, class participation, a project, and the final exam determine the final grade. Six students earned an A, four students earned a B, and one student earned a C.
Each problem on the 02S final exam was matched to the six course objectives as listed in the core course syllabus. In addition, the scores assigned for each problem completed by the students on the 02S final exam were compared. The average and standard deviation of the scores were calculated. The amount of time the student used to complete the final exam was noted.
Each course objective was appropriately measured on the final exam.
The average score on the final exam was 66% ranging from 44% to 99%. The amount of time used by the student to complete the final exam ranged from 2 to 4 hours. Several students did not complete the exam. The scores on individual problems were split with half below average and half above average.
The students enrolled in this course are top students who enjoy a challenge. The small size of the class allows for individual interaction between student and instructor. The final exam was lengthy and comprehensive but manageable if the student had prepared adequately. Student feedback indicates that students enjoy and are challenged by problem solving projects that they work on outside of class time.
More projects should be included in assignments. A study group that meets outside of class time should be scheduled weekly in order to cover more difficult concepts and review for the final exam.
The numbers of multitask application problems in homework assignments and test problems were increased. Activities using Maple software were increased.
In Phy 112, term papers were assigned regarding the somewhat controversial topic of powerlines or cell-phones causing cancer. The assignment required students to argue, using physical reasoning and calculations, for or against the proposition that these phenomena cause cancer.
Lab Reports were used to assess Phy 212 the ability of students to reason critically and infer from laboratory data.
Final Exam: online: Two questions were given, one requiring some Internet research and the other, Excel spreadsheet analysis.
Final Exam - in-class: Four problems of various length were given; three tested specific topical information and ability to apply it to new situations while the fourth "problem" had the solution given and asked for students to state the reasons and assumptions for each step in that solution.
Term papers were collected and comments were given to the students in writing regarding everything from grammar to logic discrepancies. Students resubmitted corrected, and generally much improved, papers. These indicate that students fail to understand that science writing demands a type of honesty which questions not only the assumptions of others, but of their own. The physics calculations were "forced," rather than being a natrual part of the argument, as desired.
Lab Reports were handled the same way as term papers. Most students continue to show a lack of ability to infer results from raw data.
Final Exam - online: All students demonstrated ability to find specific information on the Internet, but most simply parroted that information. A small minority of students were able to take real data and show how it supports or counters a specific conclusion, both of which were given. Most students simply stated conclusions in vague language.
Final Exam - in-class: 75% class average
Final Exam - online: The question might require more specific prompting such as "use Excel to manipulate the data and generate a plot that refutes or suppports the theory."
Final Exam - in-class: Students perform well on questions that ask for specific knowledge of facts, less well applying those facts to new situations, still worse recognizing assumptions from argumentation, and worst synthesizing conclusions.
I have continued giving term papers and lab reports because they force students to think clearly and critically when they write about it.
Lab Reports:
Part of the final exam was a group project where students were told to each write a response, but only one would be graded and that would be chosen at random. This created not only much better papers, but provided a significant learning environment for all.